In 2018, the Early Childhood Education (ECE) program launched the Brady Partnership Schools (BPS) initiative. In May 2020, the program will be graduating its first 3 students! The BPS initiative is an option for students majoring in Early Childhood Education to select as a specialty track with a focus on urban education. Entry into the BPS initiative is competitive and only up to 4 students are selected each semester. UToledo students are placed in BPS partnership schools (East Broadway, Marshall, and Sherman Elementary) as well as partnering Head Start classrooms in order to explore urban education across four practicum semesters.

A key feature of the program is the experience students gain from volunteering in a Boys and Girls Club. By utilizing the clubs, UToledo students are able to work with children from their practicum schools in a social, non-academic context. Students are expected to volunteer 20 hours per semester, excluding the student teaching semester.

Additionally, the BPS initiative is providing JHCOE students the opportunity to engage fully in rich urban school settings with master teachers; helping them to develop skills and dispositions to be successful in these settings upon graduation. The goal is for the UToledo students to be able to step into schools, like Toledo Public, and meet the social, emotional and academic needs of children immediately. Additional student support is provided by two graduate students, Cassidy Boyden and Karen Krepps, who visit placement schools and complete observations of the UToledo students to provide support and insights into working with kids in urban schools, as well as any issues (assessment, behavior, etc.) they may be encountering.

 

Brady Partnership Schools faculty and students.

Front row (left to right): Kamille Berry, Amanda Hayes, Allie Ralph
Back row (left to right) Ruslan Slutsky, Stephanie Bloom, Kayla Spencer, Dena Deeb, Celleste Brazeau, Stephanie Hunt, Kate Delaney.

 

Below are statements from BPS students regarding the impact the program has had on them as current students and future teachers:

 

The Brady Partnership Schools project has changed my outlook on education in many ways throughout my placements in the Toledo Public School District. It has given me the opportunity to learn so much more about my placement school, my students, and especially myself. There are so many opportunities given in this program, whether that be peer and faculty support, informational meetings, or cooperating teachers selected just for me. I look forward to continuing my journey through teaching and education with the Brady Partnership Project. (Amanda Hayes, BPS student)

 

The Brady Partnership Schools has been such an amazing experience. I have been able to learn so much about myself not only as a teacher but a person. I have been given the opportunity to learn many things other teachers do not get the chance to learn. While being in this program I have met so many remarkable people. Being supported by all those around you and learning from one another’s experiences is by far the best aspect. (Dena Deeb, BPS student)

 

Being a part of the Brady Partnership Schools has been a very positive experience for me so far. This is my first semester being involved, but I appreciate the extra support we get in the group. Having the opportunity to talk with professors and students from other cohorts has given me different perspectives on teaching, and has helped me while I try to work with the children in my placement. (Allie Ralph, BPS student)

 

Being a part of the Brady Partnership Schools program has helped me in many ways. It is has provided me with great resources and a group of peers who I can share and gain ideas from on how to improve my teaching skills in an urban setting. It has also given me the opportunity to learn more about the students I interact with through volunteering at the Boys and Girls Club. Through this program I have been able to refine my teaching skills and have learned ways on how to best connect with my students. (Stephanie Bloom, BPS student)

 

 

We celebrated over 120 education candidates for degrees during our fall commencement on Dec. 14, 2019. We are proud of each and every one of them, and look forward to see how they shape the future.

The class of 2019 students graduated with degrees across bachelor’s, master’s, and doctoral levels. Congratulations to the graduates from the Judith Herb College of Education, including:

Doctor of Philosophy in Curriculum and Instruction

Norah Aldujayn
Saeed Alzahrani
Anita Easterly
Christopher Hamady
Karen Krepps
Robin Miller
Meredith Reinhart
Willamarie Scott
Jie Yang

Doctor of Philosophy in Foundations of Education

Susan Hany
Colins Imoh
Lance Kruse
Carla Pattin
Michael Peeters
Regina Rothshtein

Doctor of Philosophy in Higher Education

Shawna Forbes Henry
David Rembiesa
Kirsten Winek

Education Specialist

Jennifer Fleck
Celeste Alvarado
Katherine Walsh
Andrea Schooley

 

Master of Education: Art Education

Kelsey Felgner

Master of Education: Career and Technical Education

Drew Grover
Jody Tackett

Master of Education: Curriculum and Instruction

Allison Ahrns
Almaha Alruwaili
Saeed Alzhrani
Stacy Bell
Yvonne Colbert
Kara Henck
Kimberly Kurtz
Thomas Patterson
Sarah Preston
Lauren Wallace
Paul Woityna

Master of Education: Early Childhood

Kristel Wheeler
Kaitlin Zimmerman

Master of Education: Educational Technology

Anthony Graham
Jacquelyn Wilkinson

Master of Education: Higher Education

Kayann Carlson
Kristen Hooper

Master of Education: Middle Childhood

Robert Chenevert
Rebecca Cook
Emily Graff
Amanda Sheets

Master of Education: Secondary Education

Julia Boehler
Bethany Borton
Clay Giesige
Kaylie Hallett-Symanski
Kathleen McGee
Alison Mejias Santoro
Amanda Menechella
Elizabeth Russell
Byron Swarts
Brian Trogus

Master of Education: Special Education

Elizabeth Bergstedt
Tyler Bitz
Elizabeth Booth
Amber DeWeerdt
Margaret Enck
Brittany Hall
Jacqueline Hand
Ashleigh Herring
Sara Hollar
Emily Ialacci
Toinette Knighten
Alyssa Maldonado
Taylor Mansfield
Allison Nickolite
Elizabeth Niese
Casey Reed
Barbara Rice
Shauna Robison

 

Bachelor of Education: AYA

Chad Maseman
Derek Rodenhauser

Bachelor of Education: Early Childhood Education

Alyssa Augsburger
Samantha Blausey
Brianna Elwartoski
Haley Gerlica
Stephanie Goans
Haley Gozdowski
Danielle Hafner
Kayla Jennison Justice
Alexandri Lane
Rachel Lewandowski
Jullianna Ruiz
Haley Sendelbach
Amy Silvestri
Jenna Soleth
Kiersten Spohn
Alicia Underwood
Lillian Widner

Bachelor of Education: Middle Childhood

Amanda Guidos

Bachelor of Education: Multi-Age Education

Kathryn Beland
Eireann Garcia
Theresa Hornik
Jordyn Martinez
Emily Mattert
Ashley Road

Bachelor of Education: Special Education

Julianne Bekker
Megan Gorman
Mackenzie Riggs

Needed:  Field Supervisors   (particular need for elementary education)

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We are looking to increase our pool of supervisors for our teacher candidates. Do you know someone who could be a good mentor for young teachers?

Supervisors play an important role in the development of the next generation of educators. By making classroom visits to observe student teachers, supervisors have a great opportunity to support, guide, and assist future teachers.

Requirements:

• Minimum three years teaching experience
• Master’s degree in field
• Minimum technology skills

Benefits of being a supervisor:

• Staying connected to the field of education
• Flexible schedule
• Stipend and mileage reimbursement

For additional information, contact:
Melissa Stewart, Coordinator of Student Field Experiences
419.530.8558
Melissa.Stewart@UToledo.Edu